I teach an anatomy and physiology course to beginning nursing students, and I have incorporated a technique of using anatomy diagrams (such as the skeleton, GI tract, etc) on quiz and exams along with traditional Scantron technology.
Grading a typical "diagram test" can be very time consuming because each student will fill in the corresponding body parts on the diagram and then I have to correct each one individually. The plan I came up with to avoid taking so much time to grade while still incorporating the diagrams into their exams is a simple one.
The exams I created have the diagrams on them with each part numbered (diagram is taken right from their study guides, so if they are doing the homework it is going to help them on the exams!) and then I have created corresponding multiple choice questions about the various diagrams. The student chooses the correct answer that corresponds to the numbered item on the diagram, I can accurated test their knowledge and return their grades to them very quickly.
I mainly teach English - which consists of a great deal of writing. I agree that essays are the worst to correct, but the idea of using certain words might make correcting essays more manageable. I will venture to use the on line test-producing sites when I can. It is good to know that are there for everyone's use.
I believe the best way is to get the students involved in the grading process. I think this would allow more time for me to do other things plus I think it would help the students bond more while in class.
I really liked the idea of having students underline "significant" items or phrases in their essay exams. My strategy has always been to search these items out myself, which can be as time-consuming as reading the entire essay. Having the student do it not only saves me time, but it focuses the student on critically important information.
I teach a math class, and the questions from the test bank did not have questions delivered in the multiple choice format. However , the program does allow you to edit questions so, I built multiple choice questions, it took a lot of time the first time around, but now that I am teaching the class again, grading is a breeze.
Indeed, there are so many benefits. And when grading is streamlined, it only gives us more time to focus on our students. That's priceless.
Streamlining the grading process is a step forward in trying to optimize use of time in the classroom. It also facilitates good time management, stress and hassle free environment.
The feed back with oral presentations for their peers is awesome. A student has the opportunity to have what their peers access and not just an instructors interputation of what they only think.
I agree with you as well Sarah. I like the idea of underlining the key points within the essay response. Another reason why I like this method is because it lets me know "exactly" if my students are understanding the material or not. If they do, "that's great!" If they don't, then I probably need to "reteach a concept, or two." Depending on the topic, time, and curriculum that must me completed for the course. No "stress" there huh?
I will focus on giving multiple choice, as well as true/false quizzes and tests. I will have the students place the answers next to the question number for easier access. If my school has a scantron, then I will utilize that technology to make me more efficient in the grading process. Essay type tests will not be my first choice. If I do decide to use essay tests, I will have the students underline the "key points" of their answer, to speed up my grading process. With homework, I may have the students have them in, and then mix them up, pass them back to other students, and we will grade them in class (use as an opportunity to increase learning for my class).
I try to get my students involved by having them help me grade some of their peer's papers. It also helps me teach them integrity by doing so.
Yes, go ahead and give that a try Mary. It's great when you can elicit conversation between students around class assignments. It really gets them thinking about course topics in new ways.
I have access to a scantron system and most of the quizzes are designed to use with scantron. Once in a while there will be a charting exam or some other type of quiz that must be evaluated individually. I make time and grade them.
Assignments are something that I believe would lend itself well to your suggestion that students can share and discuss and evaluate in part each others work. It could work in a very positive way. I see it initiating disussions amoung students and allowing them to see the assignment though each others eyes. Interesting!!
Whatever works David! You don't have to worry about how your system looks to others. It's really about how effective it is for you. That's all that counts.
Sounds like you inherited an efficient testing system Sandra. You are very lucky.
Our exams are already prepared. None of our exams are in essay form. They are in either multiple choice, T/F, or fill-in-the blank. It does not take me very long at all to grade the exams.
Personally I prefer essay questions,but when an instructor have thirty-five students in a class it will take forever to grade essay questions. I really like the suggestion that this module talked about having students underline the main concept in essay questions, and having students correct their own homework.
We do not have a computerized scantron, but I have created my own primative scantron with a sheet of card stock and an exacto knife. Since we do not return tests to the students, I can use the same one each term. Silly, perhaps, yet effective!
One key streamlining technique that I will implement in the future is to guide the students towards highlighting their answers in their papers in bold and/underline. How would I guide them? I will discuss this technique during the first day of class then reinforce its application by adding it to my strategies for success list that I share with my students during the class. I believe this one technique will make a huge difference in helping the students to identify if he/she has addressed all of the key points in the assignment as well as improve my ability to quickly assess and grade the papers associated with that assignment. This is a "win-win" application that can work!
I would love to have students trade papers and grade each other's work. I agree that it would save my time and give each student a wonderful learning environment. But, how does FERPA play into that? I thought we have to follow FERPA where we cannot have one student see how another student did on a particular assignment?
